Programma della conferenza

The contribution examines the impact of the social web on the interaction between science communicators and STEM teachers. It specifically investigates the dual role of mediators - recognized both as technical systems of mediation and as social entities - within the realms of exchange, generation, and dissemination of scientific knowledge and citizenship (Carenzio, Ferrari, Pasta, 2024); these mediation processes are situated in the scenario of "digital plenitude" (Bolter, 2019) marked by the stratification of a more complex and articulated "media patchwork".

In the first stage, online profiles (individual or collective) followed by teachers to find information and educational materials on scientific issues have been explored. A survey facilitated the delineation of these profiles, which were subsequently scrutinized concerning individuals' biographical details, educational backgrounds, conversational tactics, and modes of communication. This analysis was conducted employing a framework grounded in the semio-pragmatic examination of their enunciative selections, as outlined by Rivoltella (2010).

In the second stage, the concerns elucidated through analysis have guided qualitative interviews with science communicators engaged in social media platforms, while concurrently facilitating focus group discussions involving STEM educators. This comparative approach seeks to discern shared challenges about the interface between Science Education and Media Education, particularly within the frameworks of facilitating scientific knowledge dissemination.

The evolution of higher education, driven by the fusion of technology and pedagogy, has given rise to blended learning environments. Syllabus design stands as a linchpin in shaping the structure and delivery of courses within this dynamic landscape. This study delves into syllabus design in higher education within blended learning contexts. It begins with an exploration of foundational theoretical frameworks, including constructivism, learner-centeredness, and outcome-based approaches. The study scrutinizes the interplay between course objectives, content selection, assessment methods, and instructional strategies. Moreover, it highlights the iterative and adaptive nature of syllabus design in alignment with evolving educational paradigms. The analysis extends to the implications of syllabus design on student learning outcomes, academic performance, and satisfaction, emphasizing its role in promoting active learning and autonomy. Furthermore, it underscores the importance of feedback, transparency, and communication in nurturing student growth. The study also acknowledges the instructional roles in syllabus design, particularly in blended learning environments, emphasizing the need for multifaceted competencies among educators. A case study conducted within a blended master's degree program provides insights into students' perceptions of the syllabus and its impact on teaching and assessment. Descriptive analyses of questionnaire responses and interviews reveal varying levels of satisfaction and perceptions among students, offering valuable insights for optimizing syllabus design to enhance student engagement and support effective teaching practices.

Facing global challenges like climate change and health emergencies demands the cultivation of new skills to tackle everyday issues (EU, 2015). Therefore, promoting active and responsible citizenship through Science Literacy (SL) is crucial. SL involves making informed scientific decisions through critical analysis (Akerson et al., 2018; Reincke et al., 2020; Akcay, 2018; cordis.europa.eu). Science Education (SE) is a key method to enhance SL, requiring innovative teaching approaches.

The integration of SE and Science Communication (SC) offers fertile ground for innovation. SC utilizes entertainment to convey educational messages, fostering engagement (EC, 2020). This communication often occurs on social media, facilitating interactive and shareable activities (Sandu & Christensen, 2011; Pinto & Riesch, 2017; López-Goñi & Sánchez-Angulo, 2018). SC also promotes Media Literacy (ML), essential in contemporary life (Potter, 2013; Livingstone, 2003; EC, 2007). Thus, linking SC and SE can bolster SL and ML, crucial for modern citizens.

Our study explores the linkage between SL and ML in crafting educational models for active citizenship. It comprises two phases: firstly, distributing surveys to science communicators and their followers, analyzed using mixed methods (Dahler-Larsen, 2023) to highlight participant experiences (Mortari, 2007). The results inform the second phase, involving semi-structured interviews. This paper presents the findings of the latter phase, aiming to understand users' experiences with SC and how to strengthen the connection between SC and SE to support SL development effectively.

In recent years, research in the pedagogical-didactic field has focused its attention on the opportunities arising from students' participation in assessment processes, paving the way for the concept of "assessment for learning," understood as an evolution of the better-known concept of "formative assessment." Placing students at the centre of the assessment moment serves the dual purpose of increasing their awareness of learning objects and, at the same time, guiding them in the development of personal assessment literacy (Duncan & Buskirk-Cohen, 2011). In the same scenario, research has highlighted the central role of feedback in learning processes (Black & William, 1998) and, in particular, has emphasized the benefits of implementing peer assessment in didactic planning (Marzano, 2023). Despite these findings, empirical research on peer assessment is still limited in the school context and mostly confined to the university environment. Considering these premises, this work delves into the practice of peer feedback in the context of primary school with the aim of investigating its effects on students' reading and synthesis skills.